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　Section A (2a-2e)
一、教学目标
1.能够理解对话内容,回答相关问题,并进行角色扮演。
2.理解并灵活运用最高级的表达方式描述竹子的特征。
3.培养学生整理归纳信息的能力,借助思维导图梳理知识体系。
4.深入了解竹子在中国文化中的象征意义及相关文化背景知识,能够向外国友人介绍中国特色竹子文化,增进文化间的交流与理解。
二、核心语言知识
1.核心词汇:
单词:
bamboo;popular;goodness;tool;actually;shoot;appear
短语:
folding fan;a symbol of;feel free (to do sth)
2.核心句式:
(1)Bamboo is one of the most popular subjects in Chinese paintings.
(2)It's a symbol of goodness in Chinese culture.
(3)Also,it's one of the most useful plants in the world.
(4)I'd love to share all the interesting things about bamboo with you.
(5)Please feel free to ask me any questions you have.
3.教学重难点:
(1)掌握与竹子相关的词汇和表达,理解对话内容,获取关于竹子的信息。
(2)运用所学知识进行关于竹子话题的口语交流,体会竹子在中国文化中的内涵。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in T:Read the poem,and what kind of plant does it talk about Upright stands the bamboo amid green mountains steep, Its toothlike root in broken rock is planted deep. It's strong and firm though struck and beaten without rest, Careless of the wind from north or south,east or west. 咬定青山不放松,立根原在破岩中。 千磨万击还坚劲,任尔东西南北风。 观察学生能否实现学科的跨越,从这首诗中体会到竹子的精神。
设计意图:通过这首诗,激活学生的已有知识,激发学习兴趣,实现学科的跨越。同时为新课内容的引入创造自然过渡。
◆Step 2　Pre-listening T:The poem is about bamboo.Bamboo is a common plant,but it is very useful in our lives.Look at the things made of bamboo and add more examples. Then play a video about the growth of bamboo. T:Does bamboo grow fast or slowly Where is bamboo mainly grown Do people eat bamboo besides pandas 观察学生能否说出更多的竹子的用途。做出一些合理的预测,从而为听力任务做好准备。
设计意图:引导学生在听力开始前积极思考,以此激发他们的好奇心,让他们在听力过程中更加专注。
◆Step 3　While-listening Work on 2a 1.Play the audio of the conversation for the first time without stopping.Then ask students some simple questions like “What is the main topic of the conversation ”or “Who are talking in the conversation ”Let several students share their answers,and the teacher gives a brief summary to confirm the main idea. 2.Play the audio for the second time,and ask students to fill in the blanks while listening.The teacher can pause the audio appropriately to give students enough time to write. 在听第一遍时,大多数学生能够抓住主要话题,例如带有竹子画作的折扇介绍以及一些关于竹子的信息,并对对话有初步的理解。在听第二遍时学生能够准确填写大部分空白,他们倾听细节的能力得到提升。
设计意图:第一遍能培养学生对听力材料的整体理解能力,让他们对内容有一个基本的感知。第二遍重点是培养学生捕捉特定信息的能力。同伴互查的过程能够促进学生之间的交流与自我修正。
◆Step 4　Post-listening 1.Work on 2b　Read the conversation and answer the questions. 2.Work on 2c Read the conversation and complete the mind map with the information from 2a. 3.Group work Divide students into groups of four.Give them some discussion topics related to the listening material,such as“Why is bamboo a popular subject in Chinese paintings ” “What other uses of bamboo do you know besides those mentioned in the conversation ”. 4.Work on 2d　 　　Listen to the conversation again.Then role-play it. 5.Guide students to look at the requirements in 2e,imagine themselves as a tour guide and a foreign tourist,and create a dialogue about bamboo,including the home to it,the uses of it and so on. 教师观察学生回答问题的准确性和思维导图的完整性,评估学生对对话内容的理解程度以及信息梳理能力,了解学生的思维逻辑和表达能力。
设计意图:通过回答问题和完成思维导图,帮助学生深入理解对话内容,梳理竹子的相关信息,培养信息归纳和逻辑思维能力。帮助学生系统掌握竹子的特点、用途和文化意义。通过跟读、角色扮演和创编对话,帮助学生巩固对话内容,提升语音语调和口语表达能力,同时激发学生的创造力和合作精神。帮助学生在真实情境中运用所学知识,进一步理解竹子的文化意义和生态价值,增强语言实践能力。
板书设计 Unit 4　Amazing Plants and Animals 第2课时　Section A (2a-2e)
课堂评价
作业布置
必做: 1.Recite vocabulary related to bamboo and key sentences from dialogues. 2.Write an English essay describing your impressions and feelings about bamboo. 选做: Find more English materials about bamboo and create a handwritten poster introducing its characteristics,uses,and cultural significance.
教学反思
　　在教学过程中,图片导入成功吸引了学生的注意力,激发了他们的兴趣。听力环节中,部分学生在捕捉细节信息时仍有困难,可能是因为词汇量不足或听力技巧不熟练,后续需要加强专项训练。角色扮演和对话创编环节,学生参与度较高,但部分学生语言表达不够流畅自然,还需在日常教学中增加口语练习机会。

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